Critical reflection and system-oriented design – Awareness and amending expertise through education for sustainable consumption
Education is promoted as a powerful tool in the transformative process deemed necessary to limit climate change. The article explores five texts on reflective inquiry (Dewey, Freire, Schön, Mezirow and Brookfield) and asks how each of them might inform the education of aware, critical and empowered consumers. Across different agendas, the texts share a structure of four phases in how they describe reflective inquiry as a distinctive operation of thought. The texts provide descriptions on how to unearth the current state of the art, but there is less elaboration on how to get from awareness and criticism to transformation. To trigger an exploration of new modes of production, trade and consumption, the article proposes a model that coins the four phases of reflective inquiry with methods from Systems Oriented Design.
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